Physical Education Department

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Physical Education Department

• Standard Grade

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Activities

• Types of activities
• Activities-different roles
• Equipment for activities
• Rules and codes of conduct
• Scoring systems
• Tactics and strategies
• Being creative in activities
• Size and shape
• Adapting activities

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1. Types of activities

• Activities can be
• Individual
• OR
• Team

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1. Types of activities

• Individual activities can be performed by one
  person, for example, table tennis
• Or
• Individual activities can be performed totally
  alone, for example, golf

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1. Types of activities

• A team may consist of only two people as in ice
  dancing.
• However
• A team may have many members, as in rugby union

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1. Types of activities

• Activities can be competitive or non-competitive.
• A competitive activity is a contest involving two
  or more rivals. Each rival tries to win.
• A non-competitive activity involves performers
  who take part for self-satisfaction (sense of
  achievement, thrill, fitness, enjoyment, etc)

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1. Types of activities

• Contests are either
• Directly competitive
• You have a direct bearing or influence on what
  your opponent does.
• OR
• Indirectly competitive
• Your performance does not affect the performance
  of your opponent

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2-Different Roles

• Throughout the Standard Grade course you will
  adopt a variety of roles other than performer

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3-Equipment for activities

• There are two main reasons why the wearing of
  proper clothing, footwear or equipment is
  important
• Be safe
• AND
• To help your performance

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3-Equipment for activities

• SAFETY
• In some activities you must wear certain items
  for safety, for example, a batsmans leg pads in
  cricket.
• In other activities some items are only
  recommended, for example. A mouth guard in rugby.
• Some people need very special equipment to be
  safe, for example, a hockey goal keeper

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3-Equipment for activities

• HELPING PERFORMANCE
• Improvements in the design of equipment have
  helped both beginners and world champions. For
  example
• Reducing the weight of a piece of equipment but
  maintaining its power. This has been achieved in
  sports like golf and tennis where clubs and
  rackets are now made from graphite.
• Improving grip or friction to improve a skill or
  speed for example, goalkeepers gloves or
  running shoes
• Reducing friction (improving slide or glide) for
  example skiing. Much work has gone into the
  design and maintenance of skis to make you go
  faster. A wide range of waxes is available they
  are applied to the ski sole to aid speed and
  control according to the snow conditions

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4.Rules and codes of conduct

• A competitor in shot putt must begin and end his
  putt within a specified area ( the circle). He
  is not allowed to overstep the kick board at the
  front of the circle. The shot must be pushed,
  not thrown, must land within a specified scoring
  area, and must be identical to all other shots
  used by all the competitors.
• What effect does rules like these have on this
  activity
• These rules ensure that all competitors have an
  equal chance of winning

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4-Rules and codes of conduct

• In football when a attacker is brought down by
  a defenders unfair tackle.
• Why will the referee stop play?
• The defender has made an illegal challenge,
  preventing the attacker from being successful.
• Why does the rule like this exist?
• To keep the activity as safe as possible for all
  performers-illegal challenges often cause injury

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4-Rules and codes of conduct

• Shaping activities
• In netball only the goal shooter and the goal
  attack players are allowed to shoot. Only the
  goal keeper and the goal defence players are
  allowed to defend in the circle.
• What effect does this rule have on the game?
• It shapes the game, by preventing the scoring
  area from being crowded. Attacking situation are
  therefore always 2 v 2

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4-Rules and codes of conduct

• Codes of conduct
• A code of conduct gives details of how an
  individual or team should behave. A code of
  conduct, which may be unwritten, stresses good
  behaviour. Performers ho fail to follow the code
  are sad to be badly behaved or unsportsmanlike.

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5-Scoring Systems

• There are two types of scoring systems
• Objective Scoring
• OR
• Subjective Scoring

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5-Scoring Systems

• Objective
• In objective scoring, a number value is either
  counted or measured.
• Goals, points, runs and strokes can all be
  counted.
• Time is measured by a stopwatch distance and
  height are measured by tape measure and weight
  is measured in scales.
• Objective scoring is based on fact.

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5-Scoring Systems

• Subjective Scoring
• In subjective scoring, judges score a
  performance out of a possible maximum.
• They compare the actual performance to a perfect
  performance
• Any mistake is penalised by the deduction of
  marks.
• Subjective scoring is based on opinion.

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Different scoring measurements
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6-Tactics and strategies

• In all competitive activities, the aim is to win.
• Competitors hope to make the most of their own
  strengths whilst exploiting the weaknesses of the
  opposition.
• A variety of tactics and strategies can be used
  to outwit and outmanoeuvre opponents.
• Before the activity begins, most competitors have
  a game-plan in mind. A game plan can be
  adapted during play or at official stoppages.

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6-Tactics and strategies

• Examples
• In racket games, a player tries to make his
  opponent move in order to create space for a
  winning shot.
• In target activities, for example bowls. The
  players dont always play to hit the target A
  player can prevent an opponent from having a
  clear route by intentionally playing a short
  blocker bowl. Also, a bowl delivered with force
  can be used to break up an opponents good
  position.

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7-Being creative in activities

• What do these activities have in common?
• Each performer moves in response to a musical
  stimulus
• The rehearsed actions are linked together to form
  a routine of quality movements
• Each performer uses his or her body as a means of
  self expression
• The final performance is shaped by both the music
  and the interpretation of it by the performer
• If the activity is competitive, the scoring
  system will be subjective

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7-Being creative in activities

• All movement can be analysed in terms of weight,
  time, flow and space.
• Weight-The degree of power
• Firm movement
  fine touch
• Time-How quickly an action is performed
• Sudden sustained
• Flow-the way in which one action links to the
  next
• Free Bound

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7-Being creative in activities

• Space-where the action takes place
• high
• Forward
• To the left
• Backwards
• to the right
• deep

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7-Being creative in activities
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8-Size and Shape

• Classifying body shape
• The classification of body shape is known as
  somatotyping. A body shape is measured in terms
  of three features
• Endomorphy (round)
• Mesomorphy (muscular)
• Ectomorphy (lean and long)

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8-Size and Shape

• Endomorph
• A stock body large and round a short, thick
  neck short arms and legs considerable body fat.
• Mesomorph
• A muscular body strongly build broad chest and
  shoulder very muscular arms and legs little
  body fat
• Ectomorph
• A narrow body wiry muscles tall and thin
  spindly arms and legs little body fat

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9-Adapting Activities

• Adapting activities (Example)
• Association football
• The playing area
• The full-size pitch can be divided into smaller
  pitches. For example, the halfway line
  conveniently splits the pitch into two both
  games can be played across the pitch at the
  same time.
• The equipment
• Younger players should use a smaller, lighter
  ball a size 3 or 4 instead of the adult size 5.
  Young goalkeepers have difficulty making saves in
  adult goals. Smaller goals are better the posts
  are closer together and the crossbar is lower.
• The playing season
• Although the weather cannot be changed, the
  playing season can. Association football is one
  of Britains traditional winter games ( August to
  May). If youngsters played from April to
  October, the worst of the British winter weather
  would be avoided.